Repertoire › Impromptu no. 1 in E flat major, op. 25 › What to play next
What to play after Impromptu no. 1 in E flat major, op. 25 ?
Gabriel Fauré · difficulty 50/100

Choose your level of commitment: consolidate, move up a tier or prepare a challenge. The top-ranked cards combine difficulty, risk, shared skills and confidence.

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Gentle step

The safest next step.

Gentle
Impromptu no. 3 in A flat major, op. 34
Gabriel Fauré
55/100 +5 pts 5-10 weeks
close skills low risk to confirm
A short step up, staying in Intermediate (around grade 6 ABRSM/RCM). The skill that will carry the work: Passages rapides — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Gentle
Impromptu in C
Emmanuel Chabrier
55/100 +5 pts 5-10 weeks
close skills low risk to confirm
A short step up, staying in Intermediate (around grade 6 ABRSM/RCM). The skill that will carry the work: Passages rapides — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Gentle
Impromptu-Waltz
Wilhelm Stenhammar
55/100 +5 pts 5-10 weeks
close skills low risk to confirm
A short step up, staying in Intermediate (around grade 6 ABRSM/RCM). New compared with the previous piece: Demi-pédale and Passages rapides — the pedal is set by ear, note by note: misjudged, it blurs the harmony instead of joining it.
Gentle
Impromptu-Caprice, for piano
César Cui
55/100 +5 pts 5-10 weeks
close skills low risk to confirm
A short step up, staying in Intermediate (around grade 6 ABRSM/RCM). New compared with the previous piece: Trilles — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Gentle
Nocturne no. 4 in E flat major, op. 36
Gabriel Fauré
55/100 +5 pts 5-10 weeks
close skills low risk to confirm
A short step up, staying in Intermediate (around grade 6 ABRSM/RCM). New compared with the previous piece: Voix chantante and Ornements romantiques — the notes will be secure long before the musical line: work in whole phrases, singing the main voice.
Balanced step

A genuine step up, without a jolt.

Balanced
Impromptu no. 5 in F sharp minor, op. 102
Gabriel Fauré
60/100 +10 pts 12-24 weeks
close skills moderate risk to confirm
A real step up, staying in Intermediate (around grade 6 ABRSM/RCM). The skill that will carry the work: Passages rapides and Ornements romantiques — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Balanced
Impromptu for piano in G flat major
Wilhelm Stenhammar
60/100 +10 pts 12-24 weeks
close skills moderate risk to confirm
A real step up, staying in Intermediate (around grade 6 ABRSM/RCM). New compared with the previous piece: Indépendance des mains — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Balanced
Impromptu in F minor
Mily Balakirev
60/100 +10 pts 12-24 weeks
close skills moderate risk to confirm
A real step up, staying in Intermediate (around grade 6 ABRSM/RCM). The skill that will carry the work: Passages rapides — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Balanced
Impromptu no. 4 in D flat major, op. 91
Gabriel Fauré
58/100 +8 pts 10-20 weeks
close skills moderate risk to confirm
A real step up, staying in Intermediate (around grade 6 ABRSM/RCM). The skill that will carry the work: Passages rapides — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Ambitious challenge

A useful leap with guided practice.

Challenge
4 Impromptus, D.935, op. posth.142
Franz Schubert
66/100 +16 pts 24-48 weeks
close skills high risk to confirm
An ambitious leap into Advanced (around grade 7 ABRSM/RCM) — only worth starting if the practice time is really there. New compared with the previous piece: Indépendance des mains — practise it slowly and hands separately before any attempt at tempo: that is where tension builds up.
Challenge
Nocturne no. 13 in B minor, op. 119
Gabriel Fauré
65/100 +15 pts 24-48 weeks
close skills moderate risk to confirm
An ambitious leap into Advanced (around grade 7 ABRSM/RCM) — only worth starting if the practice time is really there. New compared with the previous piece: Voix chantante and Ornements romantiques — the notes will be secure long before the musical line: work in whole phrases, singing the main voice.
Challenge
Barcarolle no. 12 in E flat major, op. 106bis
Gabriel Fauré
65/100 +15 pts 24-48 weeks
partial transfer moderate risk to confirm
An ambitious leap into Advanced (around grade 7 ABRSM/RCM) — only worth starting if the practice time is really there. New compared with the previous piece: Balance mains — what matters is quality of attack and evenness of tone, not speed.
Same level

To widen the repertoire without raising the level.

Same level
Piano Sonata no. 9 in E major, op. 14 no. 1
Ludwig van Beethoven
50/100 same level 3-4 weeks
partial transfer low risk to confirm
Equivalent demands, still Intermediate (around grade 6 ABRSM/RCM): what changes is the ground. What changes is the skill in play: Connaissance des formes — understand the form and the harmony before memorising, or memory collapses the moment you play for someone.
Same level
Nocturne Op.72 No.1 (posthumous)
Frédéric Chopin
49/100 -1 pts 3-4 weeks
close skills low risk to confirm
Equivalent demands, still Intermediate (around grade 5 ABRSM/RCM): what changes is the ground. What changes is the skill in play: Voix chantante — the notes will be secure long before the musical line: work in whole phrases, singing the main voice.
Same level
Variations on a March by Dressler, WoO 63
Ludwig van Beethoven
48/100 -2 pts 3-4 weeks
close skills low risk to confirm
Equivalent demands, still Intermediate (around grade 5 ABRSM/RCM): what changes is the ground. What changes is the skill in play: Analyse harmonique and Style classique — understand the form and the harmony before memorising, or memory collapses the moment you play for someone.
Progressions computed from difficulty, skill overlap and style between works. A What do we play next? recommendation should remain a pedagogical starting point, not an automatic prescription.